Harassment, Intimidation and Bullying (“HIB”)

HIB Grade (details below) / HIB Policy

HIB Roles and responsibilities

Princeton Charter School, District Anti-Bullying Coordinator:
Sue Kushner, 609-924-0575, ext. 2604
Email: skushner@princetoncharter.org

School District Anti-bullying Coordinator responsibilities:

  • Coordinate and strengthen the school district’s policies to prevent, identify, and address HIB of students.
  • Collaborate with school anti-bullying specialists in the district, the Board of Education, and the Head of School to prevent, identify and respond to HIB of students in the district.
  • Provide data to the NJDOE regarding HIB of students.
  • Such other duties related to school HIB as requested by the CSA.
  • Meet at least twice a school year with the school anti-bullying specialists in the district to discuss and strengthen procedures and policies to prevent, identify, and address HIB in the district.
  • Chair the school safety team as provided in N.J.S.A.

Princeton Charter School, School Anti-bullying Specialists:

5-8 Building:
Lisa Eckstrom: 609-924-0575 (ext. 2307)
Email: leckstrom@princetoncharter.org

K-4 Building
Gail Wilbur: 609-924-0575 (ext. 2402)
Email: gwilbur@princetoncharter.org

School Anti-bullying Specialist responsibilities:

  • Lead the investigation of incidents of HIB in the school.
  • Act as the primary school official responsible for preventing, identifying, and addressing incidents of HIB in the school.

Princeton Charter School, School Safety Team / Student Life Committee

Sue Kushner, Chair
Lawrence Patton, Head of School
Gail Wilbur, School Anti-bullying Specialist
Lisa Eckstrom, School Anti-bullying Specialist
Lori Roth, Parent

Mission to develop, foster, and maintain a positive school climate by focusing on
the ongoing, systemic process and practices in the school and to address school
climate issues such as HIB. N.J.S.A. 18A:37-21

School Safety Team / Student Life Committee responsibilities

  • Receive any complaints of HIB of students that have been reported to the principal.
  • Receive copies of any report prepared after an investigation of an incident of HIB.
  • Identify and intervene with pattern of HIB of students in the school,
  • Review and strengthen school climate and the policies of the school in order to prevent and intervene with HIB of students.
  • Educate the community, including students, teachers, administrative staff, and parents, to prevent and intervene with HIB of students.
  • Participate in the required HIB training required and other training which the principal or the district anti-bullying coordinator may request.
  • Collaborate with the district anti-bullying coordinator in the collection of districtwide data and in the development of district policies to prevent and address HIB of students.
  • Execute such other duties related to HIB as requested by the principal or district anti-bullying coordinator.

HIB Grade

In compliance with the state HIB law, public schools are required to complete a self-evaluation rating  performance in implementing all aspects of the HIB regulation for the 2014-2015 school year.  Princeton Charter School conducted this self-assessment which was then reported to the state.   In addition, the state requires all schools to post the “HIB grade,” our self-assessment score, on the school website.

We were asked to assess whether we met or exceeded various standards.  In true Charter fashion, we held ourselves to very high standards.  Did we meet the requirements or did we truly exceed them?  In many categories, we decided that we were meeting the standards and have made a commitment to exceed them.  In others, we decided that we wanted to improve our efforts.

In 19 of the 25 categories we met or exceeded the standard resulting in an overall score of 49 out of a possible 75.  Our conservative self-assessment reflects a commitment on our part to consistently hold ourselves to high standards when it comes not only to the education of our students but also to their social and emotional well-being. We have already used the self-evaluation to guide our planning and to make changes this year to improve our students experiences in this important area.